Abstract:
This study was conducted to assess methods teachers use to improve the reading
ability of learners. A descriptive research design was adopted and schools within the
Ashalley Botwe area was used as the study population. Using a simple random
sampling method, a sample size of 50 out of the target population was used to gather
the needed information using a questionnaire (google form). The Statistical Package
of Social Sciences (SPSS) and excel tool were used to analyze data. The data was
analyzed by making inferences to existing assertions captured in the literature review.
The study revealed that English teachers within schools in the Ashalley Botwe
Township use both the phonic and look and say methods in their quest to improve the
reading ability of their learners. However, it was observed that greater majority of
them use the phonic methods and the intensive and extensive classroom reading
methods. According to the findings of the study, the teachers who teach the early
childhood learners are faced with the challenges of unpreparedness of teachers, lack
of reading resources, poor remuneration of teachers, lack of teaming, poor training of
teachers, overcrowded classrooms and communication difficulties The study revealed
that not all learners in a class may benefit from a single teaching method used by the
teachers because each method has disadvantages. As a result, it was recommended
that English teachers in Ashalley Botwe Township schools use multiple teaching
methods to compensate for the shortcomings of individual methods.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
In the University of Education, Winneba
